SubiecteExamen Restante - LimbaEngleza NB: Subiectelerezolvatevor fi trimisepana la data de 28mai la adresa: cameliatugui@gmail.com Subiectul 1.

Traducetitextulurmator:
In the first half of this century, a reductionist view of human behavior - behaviorialism dominated the field. Behaviorialism, a Pavlovian view of human learning developed by Watson, Hull and Thorndike reached its heyday in the 1950's, in B.F. Skinner's work on operant psychology and reinforcement. It was reductionist because it used a "black box" approach based in empiricism, much like the approach a chemist might use. Since one cannot observe what is happening in the brain, we should limit our measurements and theories to merely what is going in - the stimulus - and what is coming out - the response. By mid-century, the S-R view was so powerful that it dominated other fields of human science as well: education, linguistics and sociology. But such a simplified view left much to be desired. Classical conditioning alone could not explain what Jean Piaget had observed, that children go through stages of development that have no relation to external stimuli. Somehow, he proposed, the brain itself is actively involved in the learning process. As a result, the sixties and seventies saw the reductionist view displaced by far more complex non-reductionist views. The break was so dramatic as to be a major paradigm shift. It occurred in psychology through the work of Piaget - child development and schema - and Gagne - eight categories of learning (Travers, 1977), while in linguistics it occurred as a result of Noam Chomskey's introduction of transformational grammar. The nonreductionist perspective did not lead directly to the Theory of Experiential Learning itself, but, it spawned a number of its predecessors: new interpretations known as as cognitive theories and revitalized progressivism known as humanist theories. Cognitive theorists, such as Bloom, dealt with the hierarchical nature of knowledge in the cognitive domain, while humanists, such as Maslow, concentrated of the affective domain and how "learners attempts to take control of their own life processes" (Rogers, 1996, p. 100). Both fields acknowledged the importance of experience, but neither could formulate an adequate theory as to its function in learning. Even as late as 1980, experience was seen as merely being a source of stimuli. Even in the fourth edition of Travers' widely-used Essentials of Learning, a college-level textbook on Educational Psychology, there is no index entry for "experience" and learning is defined as "a relative permanent change in a response R as a result of exposure to stimuli S." (Travers, 1977, pp. 616, 618, & 6) However, cognitive and humanistic research pointed more and more towards the importance of experience. For example, we can see the rudiments of the experiential theory in Saljo's 1979 hierarchy of student views of learning. Learning brings about increase in knowledge. (knowing a lot) Learning is memorizing. (storing information for easy recall) Learning is about developing skills and methods, and acquiring facts that can be used as necessary. 4. Learning is about making sense of information, extracting meaning and relating information to everyday life. 5. Learning is about understanding the world through reinterpreting knowledge. Salvo found that the more life experience a student has the more likely they are to view learning as an internal, experience-based process, as in steps four and five, rather than as an external process as in steps one through three. (Saljo, 1979, summarized in Banyard, 1994. pp. 303-4) Nonetheless, the theory of experiential learning did not gain prominence until the work of Mezirow, Freire, Kolb and Gregorc in the 1980's. 1. 2. 3.

Subiectul 2. Write a cover letter that can accompany your CV when applying for a job as a teacher in a private school.